Abrahams, A. S. et.al. (2010). An active, reflective learning cycle for e-commerce classes: Learning about e-commerce by doing and teaching. Journal of Information Systems Education. 21(4). p. 383-90.
This article details a research project where ‘experiential learning, e-commerce and entrepreneurship’ is created in the classroom by creating and managing a non-profit. The article chronicles the creation of a new non profit for a technology course. Students created an Online Business Guidebook where they compiled information and published information on how to start an online business. This information is important to the research question because it details how to start up a business using students. These students are college aged, but they are utilizing web based technologies to create, maintain and market their website. These components are important to the research question whereas the students will be asked to maintain and promote the sale of their art through their business. ‘Active learning and real world scenarios’ are detailed as highly engaging to the students. Assessment was evidenced through participants self evaluation and team evaluations.
Adejumo, C.O. (2010). Promoting artistic and cultural development through service
learning and critical pedagogy in a low-income community art program. Visual Arts Research. 36(1) pp. 23-34.
This article is a series of observations as part of a larger longitudinal study by the author as part of a community art program incorporating children in a low income area of Ohio. The results of the article suggest that the children have a more authentic and retention of lessons learned when the art projects were incorporated and taught as part of a real life scenario delivery. When students understood their art was being used for real world programming to convey history and to enhance communicating aspects of the community, engagement and participation increased. This research is useful to our research question because it begins to chronicle how students desire to participate increases when authentic representati8on to real world meaning is incorporated into the curriculum and learning. Our research question and goals wish to uncover why student’s motivation may increase and if they at the elementary level perceive artwork as a way to change people’s lives.
Buffington, M.L. (2007). The big idea: Service-learning and art education. Art Education
60(6) pp 40-5.
This article speaks to the issue of teacher’s instruction of pre-service art teachers in teaching Big Ideas in art. Big Ideas are the topic of Florida Sun State Standard overhaul this year and directly reflect the curriculum mandated by the state of Florida to art teachers in the most recent re-writing of the standards. This article is of particular interest to the research question because it involves teaching curriculum planning to address Big Ideas during instruction. Big Ideas for the research question revolve around integrating concepts from STEM (Science, Technology, Engineering and Math) alongside art specific Design elements to provide for spiraling Big Ideas in the elementary art curriculum. In this article the author reflects on the main idea of the article pertaining to keeping art in schools revolving around centering the theme around the Big Idea of Art being a real world vehicle for problem solving. This helps the research question by providing a foundational basis of art instruction to be grounded in creating agents of change in students; creation of social and political / environmental change through art issues.
Evenson, R. (2009). How the 3 R’s can help you create a culture of service. Association for career and technical education. 84(8) p. 8-9.
Customer service skills for post secondary transitions is discussed in this article. ‘Using the three R’s’ in this article refers to: Responsibility, Respect and Relationships. Using these core beliefs and practices in teaching is attractive and desirable in the hopes of leading students to a more authentic and skills based learning environment, gearing up for real world problem solving and positive social interactions. This article is useful in the addressing the problem statement of classroom micro economies by giving sample evidence and strategies on creating and applying business skills for the classroom business.
Hutzel, K. (2007). A service-learning approach to teaching computer graphics. Art Education 60(1) p. 13-19.
The article explains how college students and neighborhood children were integrated into a formal series of classes to teach Adobe Photoshop. Using the technology based design approach; the teacher was able to integrate a lot of service learning principals and teach an employability skill that is in high demand. This research is appropriate for the research question because we anticipate having to teach Photoshop as employability and design skill; whereas it also has major implications in serving our needs to teach mass communications skills to communicate about our humanitarian projects. The author concludes by recommending the program cited in the research as a model to launch similar service-learning projects to strengthen community partnerships with youth; our research will use this as a model to justify the need for the Photoshop lessons as a communications tool for our service learning / humanitarian project.
Hutzel, K., Russel, R., & J. Gross (2010). Eight-graders as role models: A service-
learning art collaboration for social and emotional learning. Art Education 63(4) pp.12-18.
Social and emotional learning (SEL) is the focus of this article as the researchers observe an art program (service learning) where eighth graders are partnered with pre- school children to collaborate on art projects. The findings of the research were that the older students wanted to inherently ‘help’ the younger students and displayed role model behavior when presented as the teachers to the younger students. These were students who had displayed behavior issues in the general educational setting with like-aged peers. This research effects our research question by outlining a very detailed curriculum sequence of teaching points when preparing a similar program. Data and Assessment was achieved through reflection of participants. Strategies offered in the project reflect a need to teach students: “self esteem, hope, responsibility, empathy, and resiliency.”
Innella, V. (2010). Curriculum and the gallery space: A service–learning partnership. Art Education 63(3) p. 46-52.
This article details a service learning program in Wisconsin which combines art gallery staff and curators with college and school aged children in a community service learning project. The article reflects on true service learning as benefiting the community and creating agents of change in the people involved. The authors reflect on service learning’s ability to teach critical thinking skills in their program and end results are meant to have ‘specific outcomes in mind.’ The gallery setting where students make, curate, exhibit and sell artwork is conducive to the understanding of the core curriculum as well as teaching an employability skill while tapping prior knowledge and tying the curriculum into a real world situation. This research benefits the research question by addressing the active and scripted projects definitions. Assessment was evidenced through targeted reflections.
Kielsmeier, J. (2011). Service-learning: The time is now. The Prevention Researcher
18(1) p. 3-7.
This is an article written as an overview on service-learning (SL); some of the foundational principals and also today’s resurgence toward activism in schools through SL. The article discusses the 2009 re-affirmation of the Edward M. Kennedy Serve America Act by President Obama and the main lender of support for programs as the Learn and Service America program an extension of the Corporation for National and Community Service. These highlights within the article are beneficial to the research question and goals by supplying these key funding partners and legislation as essential starting points to start up our research program for the wells in Pakistan (our humanitarian project we will raise funds for through the sale of student artwork). The article also has good visual graphs that compare and contrast traditional learning features and service learning and standards for quality practice in SL.
Krensky, B. & Seana L. Steffen (2008). Arts-based service learning: A state of the field. Art Education 61(4) p. 13-18.
The method for this research was exploratory analysis with a purposeful sample of 435 art colleges and educational institutions to determine why an increase in the decline in social and civic activities in America were on the rise in the last 10 years. The article states that service learning research is a newer topic of study but contends that service learning is a fundamental aspect of democracy. This article furthers the research question by justifying the need for more research of how integrating art education and service learning may tackle several of the questions goals. The researchers noted some gaps in their collection techniques. The article uses the phrase ‘thoughtfully organized service’ whereas in our research question we used ‘scripted projects.’ This article’s findings help to bolster our research question by supplying a lot of the fundamental research regarding service learning; especially from governmental agencies like the National Endowment for the Arts. The article also has a long comprehensive list of arts facilities studied, many in cooperation with major universities which is helpful when reviewing model programs. Conclusion of the study was increased student engagement during service learning project.
Lawrence, M. N., et. al. (2010). Becoming aware of the challenges of helping students
learn: An examination of the nature of learning during a service-learning experience. Teacher Education Quarterly. 37(1) p. 155-75.
This is research done under the qualitative method. Pre-service teachers were being asked to help with booths for a Family Science Night event at an elementary school. The main goal of the study was to measure pre-service teacher’s abilities to interact with students they were paired with based on their background science specialties. Data was collected such as essay questions, fill in the blank and open ended questions to gather the pre service teacher’s readiness for the classroom. The final data collection was a focus group interview during the Family Night Science event. This was of particular interest to the research question, as part of the task is to create an Art Family Night or monthly workshops to integrate families into the humanitarian project and micro economies the students work on during the school day. Bringing together information for the Art workshops taken from this study will be beneficial.
Lawton, P. H. (2010). Hand-in hand, building community on common ground. Art Education 63(6) p. 6-12. This article’s research explains a project that collaborated homelessness initiatives (humanitarian project) to artists and art educators. It dealt with inviting homeless people to an art studio to work with local artists and pre-service art teachers. The ultimate goal was to explore how art can be used in real life ways to help advocate for the less fortunate. This correlates well with the research question we are investigating as it shows a model program where conclusions and observations were derived given the project’s scope to make art a catalyst to helping others in a measureable way. In terms of measurable, the project followed its homeless participants to find housing and employment. This was a domestic study in North Carolina and was implemented by a professor at the University of North Carolina, in conjunction with local arts and community teachers.
Lopez, A & Hall, M. (2007). Letting in the sun: Native youth transform their school with
murals. Reclaiming Children and Youth 16(3) p.29-35
This article highlights learning on a reservation school with the population of Native American children. The difference in educating Native children (as the article refers to the population) with non-Native students is the expectation of the Native’s culture to teach through: “experiential, nature based, visual based, and value based learning.” Compared to non-Native instruction which is based on assessments and state mandated learning curriculum which has been criticized as being theoretical in scope instead of based in real world problem solving. A shift has been occurring in arts education in the last five years whereas teachers and researchers are beginning to understand the importance of student’s perception of relevance in the curriculum. The research in this article helps the research question by providing the Native’s expectation of cultural relevance evidenced in the curriculum; with end results in service learning.
Loveland, E. (2009). Empowering the poor: Interview with Nobel Prize recipient M. Yunus. International Educator 18(3) p. 28-32.
Critical thinking skills and hands on learning with real world application results were evidenced by Professor Yunus in this writing concerning his American students. Using humanitarian avenues of teaching, he explains how his micro economies have served to aid in poverty relief around the world. As the research problem is concerned with using micro economies in the classroom as a means to provide monies for humanitarian projects, this article responds to that need. The article explains how students can be explicitly taught strategies using cooperative and critical skills in the classroom to provide social justice. Models of programs are provided as well as thirty years of planning.
Nelson, J. A., et. al. (2011). Ensuring quality service-learning experiences for at-risk adolescents. The Prevention Researcher 18 (1) p. 14-17.
This article was written almost as a meta-analysis of a variety of research devoted to at risk behavior adolescents and how service learning was having a positive impact on a variety of their school related issues. The researchers point out many research studies that provide information that service ;earning projects have increased student motivation and engagement and have decreased behavior driven referrals of students involved in the service learning projects. There is a also a lot of foundational definitions of service learning, and statistics about referrals nationwide and the increase of referrals and general decrease in civic learning projects offered to students in the U.S. The article is beneficial to the research question because it offers a variety of instances where service learning has benefited students and outlines various programs that have s=had success in providing scripted programs that students could become engaged in compared to traditional classroom approaches that had failed with those students, some classified as Special Education.
Roach, C. (2011). Community-based service-learning: An interview with Carla Roach of
the Innovation Center for Community Youth and Development. The Prevention Researcher, 18(1), 19-20.
This article is an interview with Carla Roach who is the funding director for an initiative which brings youth directed service learning projects together for financing / funding. The article talks about ways the first year of the initiative has been funded and how collaborations have affected the overall success of the programs. Three programs are highlighted, each with older students than we are researching within our research; however the funding aspects that Ms. Roach identifies are important to new emerging programs like ours. ‘Collective leadership’ or sharing of administration responsibilities has been one of the major findings from Ms. Roach in the success of funding the programs. Partnering with Chambers of Commerces and identifying existing Community Based Organizations (CBOs) who invest stock in emerging programs are important for successful programs. Ms Roach’s major function is in the important task of “engaging new partners-whether foundations, national organizations or community-based agencies.” This in itself is highly useful for our research as we explore the multitude of funding possibilities for our emergent program.
Russell, R.L., et. al. (2007) Promoting social and emotional learning through service-learning art projects. Art Education 60(3) p. 6-11.
This article is focused on discussing Social and Emotional Learning (SEL) as it relates to students in an elementary art service learning program. The authors assess that there is a lack of literature based on SEL measurements and art education. Related issues discussed are concerned with the attitudes and characteristics of students who will be successful in post secondary transitions because they have been taught how to conduct themselves in leadership roles. These leadership roles that are desirable to teach students revolve around helping others, self efficacy, classroom management and outcomes associated with involving students in collaborative service learning with the community. This particular study is useful to the research question because it begins to attempt to create a model of integrating social justice and curricular units in art education. The article cites using art for “social change and political awareness” as one of the main objectives of the study, which is characteristic of the goals of the research question.
Stavrianopoulos, K. (2008). Service learning within the freshman year experience.
College Student Journal 42 (2) p. 703-12.
This research used a pre and post questionnaire to find out if students perceptions (freshman college) of community service changed after working in a service learning environment for the college. Results were that students were engaged in the service learning program to the extent of increased feelings of social involvement and increased desire to continue service after the initial requirements were completed. The research study is beneficial to our research question because although it deals with older students, and we have dealing with elementary, it shows a positive correlation of increased student perceptions of their responsibility to communities. Using this information may serve to justify teaching younger students these key elements of service earlier on than college.
Richstad, B. H. (1998). Educated candies: A classroom business planned and managed by students. The Clearing House 72(1) p. 51-4.
Although this article discusses from a teacher’s perspective and observations how a classroom business was set up step by step, it is not a scholarly article. It was accessed from the Clearing House magazine and was informal in tone, with overviews, observations, discussions and lacked measurement scales. With that said, the article is extremely useful for the research question in many ways. It identifies step by step the process including general technical terminology for the set up of the class business. For example the article describes setting up such things such as: Market surveys, profit and loss statements, types of manufacture, overhead, cash flows, ratios, percents, economic theories, expenses, earnings, milestone plans and many others. These are especially helpful to the research question, as it lays a foundation for many of the same principals the project will hinge on when selling the art in a small micro economy within the classroom.
Shinn, S. (2010). Going global: What’s next? BizEd. 9(3) p. 40-2, 44, 46-9.
Schools collaborating together internationally for business and the arts are the central focus of this article. American schools are using this model to learn from other countries, especially China. Understanding what business and real world models will be seeking in students and schools in the future is the main goal for educators as they prepare their students for 21st Century learning and teaching. By collaborating in observational roles, students, teachers and schools are able to learn from one another and begin developing partnerships to increase problem solving. This article addresses the research problem by giving insight to the international interdependence of our students and schools and provides models for learning specific skills abroad. Teamwork, leadership and working together are also identified as crucial goals for students to be able to actively engage in from a cultural perspective which are key responses to the research problem.
Ulbricht, J. (2005). What is community-based art education? Art Education, 58(2), 6-12.
This article discusses how community service programs involving students and art delves deeper into the social and local psyches than previously observed. The research the articles cites community service learning and public art projects as linking such entities as: healthcare initiatives, environmental causes, conflict, disability issues, community regeneration and many others. The research here is cited as using these programs to rejuvenate collaborations in communities based on art principles previously not seen as activated by art. The issues brought up in the article address some of the core values to be explored in the research question such as: art as a mass communication vehicle driven by students to become agents of change in the community and around the world in a global market.
